Embracing Neurodivergence from a Mental Health Perspective

Format

Individual Presentation

Sam MarionFollow

First Presenter's Institution

Sam Marion Counseling and Consulting

First Presenter’s Email Address

sam@sammarion.com

First Presenter's Brief Biography

Sam Marion is a Licensed Clinical Social Worker living in Buford, Georgia. He completed his MSW at the University of Georgia. Sam has advanced training on the subjects of trauma and neurodiversity, and he has advanced training in therapeutic approaches such as EMDR, expressive arts, IFS, and play therapy. In his private practice, he works with individuals of varying ages, as well as couples and families.

Location

Session Eight Breakouts (Scarbrough 1)

Strand #1

Heart: Social & Emotional Skills

Strand #2

Health: Mental & Physical Health

Relevance

This presentation is relevant to the Heart and Health strands. It is relevant to the Heart strand because it will discuss emotional challenges faced by many neurodivergent individuals. It is relevant to the Health strand because it will discuss some mental diagnoses and symptoms as well as strategies for early intervention to aid in emotional dysregulation.

Brief Program Description

This presentation will explain neurodivergence and the neurodiversity movement from a mental health perspective. Attendees will gain an understanding of differences between being neurodivergent and having an official diagnosis. We will discuss practical information about neurodivergence and learn skills that aid in working with neurodivergent individuals and their families.

Summary

Neurodivergence is the term commonly applied to the estimated 15-20% of people whose brains work differently than the majority. Under the umbrella of neurodivergence, diagnoses such as autism spectrum disorder, attention-deficit/hyperactivity disorder, and learning disorders are commonly identified. Historically, traits of what we now understand as neurodivergence have been seen as problems to be solved. However, by viewing the neurodivergent traits as possible strengths, we are now able to see that many people fit under this umbrella, and we are actually better positioned to support people than ever before. The neurodiversity movement comes from this recognition that the brain works in a variety of ways and carries the message that these differences should be promoted and celebrated rather than stigmatized.

This presentation will help the audience understand the differences and similarities between a person likely being neurodivergent and a clinical diagnosis. This presentation will also give context to the different ways individuals have been seen and labeled over the past thirty years as diagnoses have changed and advocacy movements have made progress. Since trauma is now so present in the public conscience, differences and overlaps between the traumatized brain and the neurodivergent brain will be included. Finally, this presentation will give attendees some practical knowledge and skills to use in working with neurodivergent individuals and their families.

Acknowledging that demands on educators increase year after year, the need for interdisciplinary collaboration and practical tools for those in the classroom is also increasing. The presenter will approach the topic from the perspective of a licensed mental health professional but with the goal of equipping educators and school personnel in a way that is functional within their own settings.

Evidence

This presentation will reference three types of published resources to go along with the presenter’s professional experience. There will be reference to research by neuroscientists such as Dr. Stephen Porges, interventions used by behavioral specialists such as Dr. Jim Ball, and the lived experiences of authors such as Dr. Temple Grandin.

Ball, J. (2019). You can’t make me; Pro-active strategies for positive behavior change in children. Future Horizons, Inc.

Grandin, T. (2013). The autistic brain: Thinking across the spectrum. Houghton Mifflin Harcourt.

Patriquin, E., Hartwig, E., Friedman, B., Porges, S., Scarpa, A. (2019). Autonomic response in autism spectrum disorder: Relationship to social and cognitive functioning. Biological Psychology, 145, 185-197. https://doi.org/10.1016/j.biopsycho.2019.05.004.

Porges, S. (2021). Polyvagal Theory: A biobehavioral journey to sociality. Comprehensive Psychoneuroendocrinology, 7. https://doi.org/10.1016/j.cpnec.2021.100069.

Learning Objective 1

Define neurodivergent and understand the difference between neurodivergence and specific diagnoses.

Learning Objective 2

List common traits of neurodivergent individuals.

Learning Objective 3

Discuss classroom-appropriate interventions for neurodivergent individuals.

Keyword Descriptors

Neurodivergence; ADHD; Neurodiversity; ASD; Autism; Sensory Processing Disorder

Presentation Year

2023

Start Date

3-8-2023 9:45 AM

End Date

3-8-2023 11:00 AM

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Mar 8th, 9:45 AM Mar 8th, 11:00 AM

Embracing Neurodivergence from a Mental Health Perspective

Session Eight Breakouts (Scarbrough 1)

This presentation will explain neurodivergence and the neurodiversity movement from a mental health perspective. Attendees will gain an understanding of differences between being neurodivergent and having an official diagnosis. We will discuss practical information about neurodivergence and learn skills that aid in working with neurodivergent individuals and their families.